Programs & Activities

Multi-Tiered InstructionEastwood Elementary School operates under a Multi-Tiered Instruction Model. The model works to support the instructional and behavioral needs of ALL students attending Eastwood. This model includes collecting academic and behavioral data. This data is used to determine who may need additional support to be successful and meet academic targets.

The model is successful due to a coordinated effort by all programs. It helps to insure that students are receiving the necessary support. The following programs work together to support the students at Eastwood:

Library Media Center Program: Judy Kulluson, Associate Librarian
The Library Media Center is a support service which helps students acquire the lifelong learning skills that will enable them to access information in a variety of formats; and help students and staff discover the pleasure of reading and literature. The center is operated by a library paraprofessional who works with the staff under the supervision of a Certified Media Specialist.

The Child Development Specialist (CDS) teacher delivers weekly instruction in classrooms. This instruction focuses on understanding emotions, empathy, problem solving, and appropriate school behavior. He also supervises the TAG program, manages the check in/check out program, and is a member of the MTI Team. The team evaluates student progress within interventions. The Child Development Specialist is available for ‘drop in’ visits by students.

Miss Wicks works with the instructional staff. She provides special academic help to ANY student at Eastwood who has been identified as needing additional support. Jane Barrow serves as the case manager for students on an Individualized Education Plan (IEP). She works with homeroom teachers to design a program which best meets the needs of each student. Homeroom teachers attend IEP meetings. They provide open communication about changes to the schedule. This allows all students to participate in special classroom events, field trips, assemblies, and guest speakers. ALL students are to be treated with equality and a sense of belonging. No form of discrimination will be tolerated in the education of any student. The Special Programs Teacher and the Instructional Specialist are both members of the MTI Team. The team evaluates student progress within interventions.

The English Language Learner program teacher (ELL) provides daily services to students were English isn't their first language. They also provide additional support to improve both receptive and expressive language skills. The ELL program teacher attends parent teacher conferences and works closely with the homeroom teacher to coordinate the student’s program. The homeroom teachers provide open communication about changes to the schedule. This allows all students to participate in special classroom events, field trips, assemblies, and guest speakers. The English Language Learner program teacher is a member of the MTI Team which evaluates student progress within interventions.

Speech/Language Therapist: Heather Hull
The Speech/Language Program teacher is a Douglas Education Service District employee. The teacher provides therapy to students identified with an IEP. The teacher may choose to provide services for the student either in the homeroom classroom or in the Speech/Language room. The Program Teacher works closely with the homeroom teacher to coordinate the student’s program. Homeroom teachers attend IEP meetings. They provide open communication about changes to the schedule. This allows all students to participate in special classroom events, field trips, assemblies, and guest speakers. The Speech/Language Teacher is a member of the MTI Team which evaluates student progress within interventions.

is the instructor who will be meeting with each class weekly for physical education lessons.

Talented and Gifted Program
The Eastwood Talented and Gifted Program (TAG) represents a school philosophy of inclusion. The regular classroom teacher is primarily responsible for meeting the learning needs of academically and intellectually gifted students. Support staff work cooperatively with the classroom teacher to provide consultation or ancillary services. Within the classroom, teachers modify the process and content of instruction to allow for different rates and levels of learning. Differentiated instruction utilizing integrated thematic curriculum, cooperative learning, problem solving, acceleration, enrichment, open-ended strategies, and flexible groupings occurs within the classroom design. Teachers are trained in presenting activities and materials across all levels of Bloom's Taxonomy. This plan creates a contract between the school, the student and his/hers parent(s). It is the standard upon which effectiveness of meeting the TAG students' needs will be measured.

The huge factor which impacts the effectiveness of any program we design is PARENTAL INVOLVEMENT, in their student’s learning. Eastwood encourages parent involvement through parent teacher conferences, volunteer opportunities, family nights such as the science fair, and the invitation for frequent communication with teachers regarding student progress.

The Home-School Partnership is the piece which connects all of the dots for students. It also lets them know we are all working together and on the same page.